Showing papers on "Experiential learning published in 2016"
01 Jan 2016
TL;DR: The learning to teach in higher education is universally compatible with any devices to read, so you can get the most less latency time to download any of the authors' books like this one.
Abstract: Thank you for reading learning to teach in higher education. As you may know, people have look numerous times for their favorite books like this learning to teach in higher education, but end up in infectious downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they cope with some infectious bugs inside their laptop. learning to teach in higher education is available in our digital library an online access to it is set as public so you can get it instantly. Our book servers spans in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the learning to teach in higher education is universally compatible with any devices to read.
1,332 citations
TL;DR: The results show that engagement in the game has a clear positive effect on learning, however, it is suggested that the challenge of the game should be able to keep up with the learners growing abilities and learning in order to endorse continued learning in game-based learning environments.
1,022 citations
01 Jan 2016
TL;DR: See visible learning for teachers maximizing impact on learning, where people end up in malicious downloads instead of enjoying a good book with a cup of coffee in the afternoon, instead of juggling with some malicious virus inside their desktop computer.
Abstract: Thank you for reading visible learning for teachers maximizing impact on learning. Maybe you have knowledge that, people have search hundreds times for their favorite readings like this visible learning for teachers maximizing impact on learning, but end up in malicious downloads. Rather than enjoying a good book with a cup of coffee in the afternoon, instead they juggled with some malicious virus inside their desktop computer.
562 citations
Book•
07 Nov 2016TL;DR: As statistical machine learning matures, it is time to make a major effort to break the isolated learning tradition and to study lifelong learning to bring machine learning to new heights.
Abstract: Lifelong Machine Learning (or Lifelong Learning) is an advanced machine learning paradigm that learns continuously, accumulates the knowledge learned in previous tasks, and uses it to help future learning. In the process, the learner becomes more and more knowledgeable and effective at learning. This learning ability is one of the hallmarks of human intelligence. However, the current dominant machine learning paradigm learns in isolation: given a training dataset, it runs a machine learning algorithm on the dataset to produce a model. It makes no attempt to retain the learned knowledge and use it in future learning. Although this isolated learning paradigm has been very successful, it requires a large number of training examples, and is only suitable for well-defined and narrow tasks. In comparison, we humans can learn effectively with a few examples because we have accumulated so much knowledge in the past which enables us to learn with little data or effort. Lifelong learning aims to achieve this capability. As statistical machine learning matures, it is time to make a major effort to break the isolated learning tradition and to study lifelong learning to bring machine learning to new heights. Applications such as intelligent assistants, chatbots, and physical robots that interact with humans and systems in real-life environments are also calling for such lifelong learning capabilities. Without the ability to accumulate the learned knowledge and use it to learn more knowledge incrementally, a system will probably never be truly intelligent. This book serves as an introductory text and survey to lifelong learning.
542 citations
TL;DR: Project-based learning (PBL) is an active student-centred form of instruction which is characterised by students autonomy, constructive investigations, goal-setting, collaboration, communication as discussed by the authors.
Abstract: Project-based learning (PBL) is an active student-centred form of instruction which is characterised by students’ autonomy, constructive investigations, goal-setting, collaboration, communication a...
528 citations
TL;DR: The findings of this study indicate that integrating the self-regulated strategy into flipped learning can improve students' self-efficacy as well as their strategies of planning and using study time, and hence they can learn effectively and have better learning achievements.
Abstract: The flipped classroom is a well-recognized learning mode that enables effective practice and interactions among teachers and students in the class by switching the in-class instructional time and out-of-class practicing time. However, owing to their lack of self-regulated competence, most students might fail to browse and comprehend the instructional materials out of class by themselves. In this paper, a self-regulated flipped classroom approach is proposed to help students schedule their out-of-class time to effectively read and comprehend the learning content before class, such that they are capable of interacting with their peers and teachers in class for in-depth discussions. In order to evaluate the effectiveness of the proposed approach, a quasi-experimental design was employed in an elementary school Mathematics course. The experimental group students learned with the self-regulated flipped classroom approach, while the control group students learned with the conventional flipped classroom approach. The study was conducted using a quantitative approach. The instruments used were a performance test, and questionnaires of self-efficacy and self-regulation. The experimental results indicated that the post-test score of the experimental group was significantly higher than that of the control group. It was also found that the higher self-regulation students showed significantly different learning achievements when learning with different approaches, while there was no significant difference between lower self-regulation students with the different learning approaches. Moreover, the experimental group showed significantly higher self-efficacy than the control group. In addition, the learning log analysis results further showed that, conforming to the objective of the self-regulated strategy, the students would determine the goals for the next learning phase based on their current performance. To sum up, the findings of this study indicate that integrating the self-regulated strategy into flipped learning can improve students' self-efficacy as well as their strategies of planning and using study time, and hence they can learn effectively and have better learning achievements. A self-regulated flipped classroom approach was proposed.The approach helped students effectively schedule their out-of-class time.An experiment was conducted in an elementary school math course.The approach improved the students' learning achievement, self-efficacy and self-regulation.The approach helped the students determine learning goals and performance.
466 citations
TL;DR: A review of faculty development initiatives designed to improve teaching effectiveness synthesized findings related to intervention types, study characteristics, individual and organizational outcomes, key features, and community building to hold implications for practice and research.
Abstract: Background: This review, which focused on faculty development initiatives designed to improve teaching effectiveness, synthesized findings related to intervention types, study characteristics, individual and organizational outcomes, key features, and community building.Methods: This review included 111 studies (between 2002 and 2012) that met the review criteria.Findings: Overall satisfaction with faculty development programs was high. Participants reported increased confidence, enthusiasm, and awareness of effective educational practices. Gains in knowledge and skills, and self-reported changes in teaching behaviors, were frequently noted. Observed behavior changes included enhanced teaching practices, new educational initiatives, new leadership positions, and increased academic output. Organizational changes were infrequently explored. Key features included evidence-informed educational design, relevant content, experiential learning, feedback and reflection, educational projects, intentional co...
429 citations
TL;DR: This article provides an overview of generative learning theory, grounded in Wittrock’s (1974) generative model of comprehension and reflected in more recent frameworks of active learning, such as Mayer's (2014) select-organize-integrate (SOI) framework.
Abstract: Generative learning involves actively making sense of to-be-learned information by mentally reorganizing and integrating it with one’s prior knowledge, thereby enabling learners to apply what they have learned to new situations. In this article, we present eight learning strategies intended to promote generative learning: summarizing, mapping, drawing, imagining, self-testing, self-explaining, teaching, and enacting. First, we provide an overview of generative learning theory, grounded in Wittrock’s (1974) generative model of comprehension and reflected in more recent frameworks of active learning, such as Mayer’s (2014) select-organize-integrate (SOI) framework. Next, for each of the eight generative learning strategies, we provide a description, review exemplary research studies, discuss potential boundary conditions, and provide practical recommendations for implementation. Finally, we discuss the implications of generative learning for the science of learning, and we suggest directions for further research.
357 citations
TL;DR: This paper delves deeply into different parts of the integration process of learning styles theories selection in e-learning environment, online learning styles predictors, automatic learning styles classification to numerous learning styles applications, and offers insights into different developments, achievements and open problems in the field.
345 citations
01 Jan 2016
TL;DR: For example, the authors found that people have search hundreds of times for their favorite novels like sociocultural theory and second language learning, but end up in harmful downloads, instead of reading a good book with a cup of coffee in the afternoon, instead they are facing with some malicious virus inside their desktop computer.
Abstract: Thank you for reading sociocultural theory and second language learning. Maybe you have knowledge that, people have search hundreds times for their favorite novels like this sociocultural theory and second language learning, but end up in harmful downloads. Rather than reading a good book with a cup of coffee in the afternoon, instead they are facing with some malicious virus inside their desktop computer.
TL;DR: Cooperative learning is widely recognised as a pedagogical practice that promotes socialization and learning among students from pre-school through to tertiary level and across different subject domains as discussed by the authors.
Abstract: Cooperative learning is widely recognised as a pedagogical practice that promotes socialization and learning among students from pre-school through to tertiary level and across different subject domains. It involves students working together to achieve common goals or complete group tasks - goals and tasks that they would be unable to complete by themselves. The purpose of this paper is to review developments in research and practice on cooperative learning and to examine the factors that help to explain its success. In particular, the review focuses on the key elements that contribute to its success and the role teachers play in developing students' thinking and learning when implementing this pedagogical practice in their classrooms.
01 Jan 2016
TL;DR: Thank you very much for downloading visible learning for teachers maximizing impact on learning, where people cope with some malicious bugs inside their computer and end up in infectious downloads.
Abstract: Thank you very much for downloading visible learning for teachers maximizing impact on learning. As you may know, people have search hundreds times for their favorite books like this visible learning for teachers maximizing impact on learning, but end up in infectious downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they cope with some malicious bugs inside their computer.
TL;DR: This article proposes 7 core affordances of technology for collaborative learning based on theories of collaborative learning and CSCL (Computer-Supported Collaborative Learning) practices and explores in-depth explorations of how technologies are actually used to support collaborative learning in CSCL research.
Abstract: This article proposes 7 core affordances of technology for collaborative learning based on theories of collaborative learning and CSCL (Computer-Supported Collaborative Learning) practices. Technology affords learner opportunities to (1) engage in a joint task, (2) communicate, (3) share resources, (4) engage in productive collaborative learning processes, (5) engage in co-construction, (6) monitor and regulate collaborative learning, and (7) find and build groups and communities. We elaborate our framework using in-depth explorations of how technologies are actually used to support collaborative learning in CSCL research and identify representative design strategies and technology examples. While technology can play an important role in addressing the demands of collaborative learning, it needs to be considered in conjunction with pedagogical strategies and other social and cultural supports for collaborative learning. The supports also need to remain at an appropriate level so as not to interfere with l...
Proceedings Article•
05 Dec 2016TL;DR: In this paper, the authors investigate an experiential learning paradigm for acquiring an internal model of intuitive physics, by jointly estimating forward and inverse models of dynamics, which can then be used for multi-step decision making.
Abstract: We investigate an experiential learning paradigm for acquiring an internal model of intuitive physics. Our model is evaluated on a real-world robotic manipulation task that requires displacing objects to target locations by poking. The robot gathered over 400 hours of experience by executing more than 100K pokes on different objects. We propose a novel approach based on deep neural networks for modeling the dynamics of robot's interactions directly from images, by jointly estimating forward and inverse models of dynamics. The inverse model objective provides supervision to construct informative visual features, which the forward model can then predict and in turn regularize the feature space for the inverse model. The interplay between these two objectives creates useful, accurate models that can then be used for multi-step decision making. This formulation has the additional benefit that it is possible to learn forward models in an abstract feature space and thus alleviate the need of predicting pixels. Our experiments show that this joint modeling approach outperforms alternative methods.
TL;DR: Quantitative results indicate that, compared to the human-guidance-only model, EDALS successfully stimulates positive emotions and improved learning outcomes among learners, and students performed best when they are learning with EDALS integrated in commentator approach.
Abstract: An antagonistic relationship is traditionally seen as existing between eco-education and technology, with conventional instructional approaches usually characterized by a commentator guiding students in field learning. Unfortunately, in this passive learning approach, the discovery of rich ecological resources in eco-environments to stimulate positive emotions and experiences is often condensed into a "sightseeing". Therefore, precise and systematic guidance focused on providing a rich learning experience is needed in field learning and eco-education. Based on Kolb's experiential learning theory, the current study develops an eco-discovery AR-based learning model (EDALM) which is implemented in an eco-discovery AR-based learning system (EDALS). In a field experiment at a botanical garden, 21 middle school students constitute three groups participated in a learning activity using different learning types and media. Quantitative results indicate that, compared to the human-guidance-only model, EDALS successfully stimulates positive emotions and improved learning outcomes among learners. In post-activity interviews, students indicated they found the exploration mode provided by the proposed system to be more interesting and helpful to their learning in school. The use of attractive technologies increase students' willingness not only to learn more about the environment, but also to develop a more positive emotional attachment to it. Design of an eco-discovery AR-based learning model and system (EDALS) for eco-education.Students used EDALS to connect virtual and real world to enrich exploring experience.Students performed best when they are learning with EDALS integrated in commentator approach.EDALS integrated with eco-environment stimulates students' positive emotions and engagement.
TL;DR: The findings strongly indicate the importance of learning design in predicting and understanding Virtual Learning Environment behaviour and performance of students in blended and online environments.
TL;DR: This paper analyzed 74 studies focusing on teachers' informal learning to identify teachers' learning activities, antecedents for informal learning, and learning outcomes, and concluded that the main difference between beginning and more experienced teachers lies not in the type of learning activities they undertake but rather in their attitudes toward learning, their learning outcomes and how they are influenced by their context.
Abstract: Although a lot is known about teacher development by means of formal learning activities, research on teachers’ everyday learning is limited. In the current systematic review, we analyzed 74 studies focusing on teachers’ informal learning to identify teachers’ learning activities, antecedents for informal learning, and learning outcomes. In addition, we examined whether beginning and more experienced teachers differ with regard to informal learning. Results revealed different types of learning activities in the two groups and interesting relationships among different antecedents and various learning outcomes. Moreover, it can be concluded that the main difference between beginning and more experienced teachers lies not in the type of learning activities they undertake but rather in their attitudes toward learning, their learning outcomes, and how they are influenced by their context.
TL;DR: The systematic analysis of 36 empirical papers supports the view that knowledge gains from instructionist learning designs are facilitated by distributed and more frequent learning activities enabled by push mechanisms, and hybridisation links formal education with informal and personalized learning.
TL;DR: This chapter studies the bidirectional causal interactions between curiosity and learning and discusses how understanding these interactions can be leveraged in educational technology applications.
Abstract: This chapter studies the bidirectional causal interactions between curiosity and learning and discusses how understanding these interactions can be leveraged in educational technology applications. First, we review recent results showing how state curiosity, and more generally the experience of novelty and surprise, can enhance learning and memory retention. Then, we discuss how psychology and neuroscience have conceptualized curiosity and intrinsic motivation, studying how the brain can be intrinsically rewarded by novelty, complexity, or other measures of information. We explain how the framework of computational reinforcement learning can be used to model such mechanisms of curiosity. Then, we discuss the learning progress (LP) hypothesis, which posits a positive feedback loop between curiosity and learning. We outline experiments with robots that show how LP-driven attention and exploration can self-organize a developmental learning curriculum scaffolding efficient acquisition of multiple skills/tasks. Finally, we discuss recent work exploiting these conceptual and computational models in educational technologies, showing in particular how intelligent tutoring systems can be designed to foster curiosity and learning.
Posted Content•
TL;DR: In this paper, the authors investigate an experiential learning paradigm for acquiring an internal model of intuitive physics, by jointly estimating forward and inverse models of dynamics, which can then be used for multi-step decision making.
Abstract: We investigate an experiential learning paradigm for acquiring an internal model of intuitive physics. Our model is evaluated on a real-world robotic manipulation task that requires displacing objects to target locations by poking. The robot gathered over 400 hours of experience by executing more than 100K pokes on different objects. We propose a novel approach based on deep neural networks for modeling the dynamics of robot's interactions directly from images, by jointly estimating forward and inverse models of dynamics. The inverse model objective provides supervision to construct informative visual features, which the forward model can then predict and in turn regularize the feature space for the inverse model. The interplay between these two objectives creates useful, accurate models that can then be used for multi-step decision making. This formulation has the additional benefit that it is possible to learn forward models in an abstract feature space and thus alleviate the need of predicting pixels. Our experiments show that this joint modeling approach outperforms alternative methods.
TL;DR: This study explored the factors affecting students' intentions to use social media for learning based on their learning styles, using the social media acceptance model, and revealed the significant effect of Self and Performance on students' intention of using social media regardless of their learning style.
TL;DR: In this paper, the authors address a significant problem with transformative learning theory; namely, that it is increasingly being used to refer to almost any instance of learning and propose several solutions.
Abstract: This article addresses a significant problem with transformative learning theory; namely, that it is increasingly being used to refer to almost any instance of learning. This article offers several...
TL;DR: A systematic discussion on the design of intrinsic integration of domain-specific learning in game mechanics and game world design and future directions for the design and research of learning integration in digital games are proposed.
Abstract: Via a systematic review of the literature on learning games, this article presents a systematic discussion on the design of intrinsic integration of domain-specific learning in game mechanics and game world design. A total of 69 articles ultimately met the inclusion criteria and were coded for the literature synthesis. Exemplary learning games cited in the articles reviewed and developed by credible institutions were also analyzed. The cumulative findings and propositions of the game-based learning-play integration have been extracted and synthesized into five salient themes to clarify what, how, where, and when learning and content are embedded in and activated by gameplay. These themes highlight: (a) the types of game-based learning action—prior-knowledge activation and novel-knowledge acquisition, (b) the modes in which learning actions are integrated in game actions—representation, simulation, and contextualization, (c) the blended learning spaces contrived by game mechanics and the game world, (d) the occurrence of meta-reflective and iterative learning moments during game play, and (e) the multifaceted in-game learning support (or scaffolding). Future directions for the design and research of learning integration in digital games are then proposed.
TL;DR: Testing the relationship between anticipated enjoyment and willingness to play, as well as between game enjoyment, self-reported cognitive and motivational learning gains and test results, leads to the conclusion that other factors may be more decisive than the experience of fun during the game.
Abstract: Serious games are generally considered to induce positive effects in the areas of learning motivation and learning gains. Yet few studies have examined how these factors are related. Therefore, an empirical study was conducted to test the relationship between anticipated enjoyment and willingness to play, as well as between game enjoyment, self-reported cognitive and motivational learning gains and test results. In an explorative study, 74 children from five primary schools played the learning game AWWWARE. The results of pre- and post-tests were analysed using multiple linear regressions. The analysis showed that anticipated enjoyment played only a minor part in students' willingness to learn with serious games. Of greater importance was the students' expectation that the learning game would be easy and instructive. The level of actual enjoyment of the game also had a smaller influence than expected. While there was a correlation between enjoyment and the motivation to continue being engaged with the subject matter of the game, no effect was found with respect to self-assessed or tested learning gains. The results lead to the conclusion that other factors, such as explicit learning tasks, instruction and support inherent in the game or supplemented by teachers, may be more decisive than the experience of fun during the game. [ABSTRACT FROM AUTHOR]
TL;DR: In this paper, a project-based curriculum for the vocational high school students who majored in food and beverages was developed, and the effect of the curriculum on students' learning motivation and ability of problem solving by means of quasi-experimental method and qualitative analysis.
Abstract: Due to pay too much attention to pencil-and-paper test, lacking of learning motivation and problemsolving ability are quite popular for the vocational high school students in Taiwan. This study developed a project-based curriculum for the vocational high school students majored in food and beverage, and examine the effect of the curriculum on students’ learning motivation and ability of problem solving by means of quasi-experimental method and qualitative analysis. The objects of this study are the students majored in food and beverage from two vocational high schools in Taiwan, divided into treatment group and control group. The treatment-group students are given project-based teaching method and control group students are given traditional teaching method during four week period of courses. Research questionnaires consist of learning motivation scale and problem-solving ability questions and answers. The questionnaires, “Learning motivation of vocational high school students” and “Problem-solving ability of vocational high school students”, were conducted to both treatment and control group students. The research results showed project-based learning not only could enhance vocational school students’ learning motivation, but facilitate their problem-solving ability. The contribution of the research is to the vocational education, especially to give the teachers a real exemplar of PBL.
TL;DR: The results indicate that students' learning styles were significantlyrelated to online participation and that online participation in networked learning and materials development was significantly related to their learning achievement and course satisfaction.
Abstract: The purpose of this study was twofold: first, to explore the relationship between students' learning styles and their online participation in a blended learning course, and second, to investigate the relationships of students' online participation with their learning achievement and with course satisfaction. A total of 78 undergraduate students from a general education course called Digital Citizenship took part in the study. All the participants were required to participate in four different types of online activity: information access, interactive learning, networked learning and materials development. The study used the method of partial least squares to explore the relationships between different constructs. The results indicate that students' learning styles were significantly related to online participation and that online participation in networked learning and materials development was significantly related to their learning achievement and course satisfaction. This study highlights not only the crucial role of learning styles in online participation but also the importance of individual constructivism and social interaction for effective online learning. [ABSTRACT FROM AUTHOR]
TL;DR: The findings of the study revealed that science and technology learning supported with the guided activities developed in line with the inquiry-based learning approach have significant effects on students’ critical thinking skills inScience and technology courses.
Abstract: Background:The purpose of this study is to determine the effect of an activity set developed according to the inquiry-based learning approach in the unit “Particulate Structure of Matter” on students’ critical thinking skills in science and technology courses.
The study was conducted with 90 sixth grade students attending four sixth grade classes of a secondary school.Material and methods:Within the framework of the study, in order to evaluate the effects of inquiry-based learning approach on the students’ critical thinking skills in science and technology courses, the guided activity set was developed by the researchers in line with the inquiry-based learning approach. In this study, pre-test and posttest control group experimental designs were used.Results:The findings of the study revealed that science and technology learning supported with the guided activities developed in line with the inquiry-based learning approach have significant effects on students’ critical thinking skills in science and technology courses.Conclusions:The critical thinking level of the experimental group students taught with the inquiry-based learning approach was found to be higher than that of the control group students taught with the traditional lecturing method.the critical thinking level of the experimental group students showed a positive increase in all the dimensions.
TL;DR: Learning space research is a relatively new field of study that seeks to inform the design, evaluation and management of learning spaces as mentioned in this paper, and one of its primary goals is to clear the ground for the construction of models of learning space that can be used by the various parties involved in the design and evaluation of new learning spaces.
Abstract: Learning space research is a relatively new field of study that seeks to inform the design, evaluation and management of learning spaces. This paper reviews a dispersed and fragmented literature relevant to understanding connections between university learning spaces and student learning activities. From this review, the paper distils a number of core concerns and identifies some gaps in the literature. One of its primary goals is to clear the ground for the construction of models of learning space that can be used by the various parties involved in the design and evaluation of new learning spaces: teachers, architects, interior designers, IT managers, educational leaders and students. A closely related goal is to help those participating in learning space research locate and understand each other's contributions. Fragmentation in research related to learning and physical spaces makes progress in the field slow. Our review makes two passes over the field: drawing together research from architecture, the learning sciences, environmental psychology, human computer interaction and elsewhere to identify research foci and gaps, and then also capturing some work by learning space researchers that directly attempts to model the main relationships in the field. The paper ends with a summary of implications for research and practice.
TL;DR: How social media, particularly social networking sites, serve as informal learning environments for lesbian, gay, bisexual, transgender, questioning, and otherwise-identified (LGBTQ) individuals during formative stages of their evolving LGBTQ identity is explored.